4th Sep '25

Schemes of Work

3C
- 3C.1
  - Lesson 01 - What is the difference between pure and impure? Lesson Plan Lesson Title
    - W: A pure substance contains only what it is labelled as.
      
      It is not contaminated with something unexpected eg food grade chemicals. - KS3.C.07
      - Suggested Activity:
        Does a pure substance mean:
        - contains only one type of chemical eg 24ct Gold
        OR:
        - only contains what you it says on the label?
        eg HCl (aq), Saline
        
        Construct 'Double Bubble' for example chemicals.
    - T: A trace substance is chemical found in very small amounts.
      
      These may make substances impure. - KS3.C.07
    - D: Pure substances can be identified by being unable to separate them. - KS3.C.11
      - Suggested Activity:
        Circus of labelled substances:
        - Tap water
        - Aluminium
        - (Clean) Sand
        - Table Salt
        - Pond water
        - Sea water
        - Saline
        - Hydrochloric Acid
        - White chalk rock
        - Bronze (or other alloy)
        - Rusty nail
        - Steel nail
        - Distilled Witchazel
        - Deionised water
        
        Students identify if they are pure or not in table and give a reason.
        
        Then show formulae or constituent parts, do they change their minds?
        
        Brainstorm how we could tell if something is pure:
        
        Does it look like there are small amounts of different chemicals?
        
        Can it be separated into different chemicals?
        
        Is there a plus in the chemical formula for the substance?
        Equipment Required:
        Circus of labelled substances:
        - Tap water
        - Aluminium
        - (Clean) Sand
        - Table Salt
        - Pond water
        - Sea water
        - Saline
        - Hydrochloric Acid
        - White chalk rock
        - Bronze (or other alloy)
        - Rusty nail
        - Steel nail
        - Distilled Witchazel
        - Deionised water
  - Lesson 02 - How can we separate the components of salty, sandy water? Lesson Plan Lesson Title
    - D: To be able to describe simple techniques for separating mixtures: filtration, evaporation. - KS3.C.10
      - Suggested Activity:
        Separate out sandy salt water.
        Equipment Required:
        mixtures of salt, sand and water. evaporation dishes, clay triangles. filter paper, conical flasks. distilled water bottles.
    - W: Filtration separates by size of particle, normally solid and liquid. - KS3.C.10
    - T: The solid left behind in the filter is called the residue. - KS3.C.10
    - T: The liquid that has passed through the filter is called the filtrate. - KS3.C.10
    - W: Evaporation separates by differences in boiling point, collecting the substance with the higher point. - KS3.C.10
  - Lesson 03 - How can we separate a mixture of liquids? Lesson Plan Lesson Title
    - D: To be able to describe simple techniques for separating mixtures: Distillation. - KS3.C.10
    - Distillation separates by differences in boiling point, collecting the substance with the lower point. - KS3.C.10
      - Suggested Activity:
        Demo: Liebig condenser with inky water.
        Equipment Required:
        Liebig condenser with inky water.
- 3C.2
  - Lesson 04 - Chromatography Enquiry - Planning Lesson Plan Lesson Title
    - D: To be able to describe simple techniques for separating mixtures: chromotography. - KS3.C.10
    - D: Chromatography can be used to separate mixtures of coloured compounds. - KS3.C.10
    - Chromatography enquiry
      PLANNING:
      Aim: To found out how many colours make up the different coloured M&Ms - KS3.C.10
  - Lesson 05 - Chromatography Enquiry - Data collection Lesson Plan Lesson Title
    - Chromatography enquiry
      DATA COLLECTION:
      Aim: To found out how many colours make up the different coloured M&Ms - KS3.C.10
  - Lesson 06 - Chromatography Enquiry - Analysis and Evaluation Lesson Plan Lesson Title
    - Chromatography enquiry
      ANALYSIS & EVALUATION:
      Aim: To found out how many colours make up the different coloured M - KS3.C.10
- 3C.3
  - Lesson 07 - Halfway Review Lesson Plan Lesson Title
    - Review of 3C.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/3C.1
- 3C.4
  - Lesson 08 - What is the difference between soluble and insoluble? Lesson Plan Lesson Title
    - T: If a solid can dissolve in particular liquid then it is know as 'soluble'. - KS3.C.08
    - T: If a solid cannot dissolve in particular liquid then it is know as 'insoluble' - KS3.C.08
    - W: Solutions are mixtures of solids and liquids, in which the solid breaks down and behaves like a liquid. - KS3.C.08
    - T: The solid added is called the solute. - KS3.C.08
    - T: The liquid added is called the solvent. - KS3.C.08
    - T: The large solute (solid) crystal break down into smaller molecules which fit between the particles of the solvent. - KS3.C.08
    - W: The solid can now behave like a liquid as the small molecules can move relative to each other. - KS3.C.08
    - T: A saturated solution is one that can not dissolve any more solute. - KS3.C.08
    - W: When all the gaps between particles are full, no more solute can be dissolved. - KS3.C.08
    - W: Increasing the temperature of the solvent, increases the speed the particles collide, creating bigger gaps.
      
      This allows more solute to dissolve in the solvent. - KS3.C.08
      - Suggested Activity:
        Investigating solubility by finding out the saturation point for water and salt. recrod mass of salt added. Consider changing one variable such as temperature of water, stirring etc.
        
        Demo:
        once salt saturation has been reached, filter one sample add some sugar and ask students why the sugar has dissolved?
        
        EW: Explain what happened using the big ideas
        GF: Compare the structure and bonding of salt and sugar particles to explain why the sugar can be dissolved even though the salt saturation point has been reached
        Equipment Required:
        250ml beakers
        stirring rods
        kettles
        thermometers
        salt
        spatulas
        weighing boats
        (range of non-hazardous solids to test whether soluble or insoluble e.g. - sodium chloride, Silicon dioxide, sugar, calcium carbonate )
        balances
        stop clocks
    - W: Solubility is a measure of how much solute can be dissolved in a solvent. - KS3.C.08
  - Lesson 09 - Where do particles go when they are dissolved? Lesson Plan Lesson Title
    - When dissolving no particles are destroyed so there is a conservation of material and mass. - KS3.P.50
      - Suggested Activity:
        Demo:
        conservation of mass for dissolving substances. Weigh out some salt. Measure the mass of some water.
        dissolve the salt into the water and reweigh the mixture.
        Equipment Required:
        small balances
        small beakers of salt
        spatulas
        stop clocks
        250mL beakers
        stirring rods
    - The reverse of dissolving is crystallisation. - KS3.P.50
  - Lesson 10 - What is diffusion and how does it work? Lesson Plan Lesson Title
    - Concentration is the number of a particular type of particle in a volume of space. - KS3.C.09
      - Suggested Activity:
        Dilute Potassium permanganate in large beaker.
        
        Observe the colour becomes 'weaker' (less concentrated)
        Equipment Required:
        Dilute Potassium permanganate in large beaker
    - Diffusion is the movement of a substance from a region of higher concentration to a region of lower concentration. - KS3.P.53
    - Particles in a fluid are always moving. - KS3.C.09
      - Suggested Activity:
        observe the diffusion of food coloring in M&M's in the water
        
        observe how long it takes for potassium permangement to spread out in cold and warm water in a petri dish
        Equipment Required:
        Perfume
        M M's
        petrie dishes
        stopwatches
        
        Petri dishes
        measuring cylinders
        kettles for warm water
        Potassium permanganate crystals
        graph paper
        timers
    - Horizontally, half the particles will be moving to the left and half to the right. - KS3.C.09
    - Half of a large number is more than half of a smaller number.
      
      So more particles will travel from a larger number of particles (high concentration), than are replaced by the smaller number moving form the smaller number of particles (lower concentration). - KS3.C.09
- 3C.5
  - Lesson 11 - Assessment Lesson Plan Lesson Title
    - Progress Observation Opportunity
  - Lesson 12 - Reflection Lesson Plan Lesson Title
    - REFLECTION